Introduction

Openness as a set of practices has received less attention from practitioners and researchers than the specifics of producing and distributing open educational resources (OERs) or engaging in open education through innovations like massive online open courses (MOOCs). As a result, openness as a philosophical position and its relationships to power inside and outside formal educational contexts has also remained relatively undeveloped to date. However, it is possible to identify key arguments that enable the relationship between openness and power to be framed.

1.

Who defines openness, and what remains open or closed, inside and outside formal educational contexts? This includes the relations of power between transnational bodies, State agencies, education...

Winn, J. (2012). Open education: From the freedom of things to the freedom of people. In M. Neary, H. Stevenson, & L. Bell (Eds.), Towards teaching in public: Reshaping the modern university (pp. 133–147). London: Continuum.Google Scholar